Neurogenic Communication Disorders I Course Syllabus

Neurogenic Communication Disorders I

Course Syllabus- COMD 6377

Spring 2017

Instructors: Felicity Sale, M.S., CCC/SLP

Work #817-727-6288

Email: [email protected]

Office hours by appointment

Helen Kenedi, M.S., CCC/SLP

Work #214-905-3112

Email: [email protected]

Office hours by appointment

Class Schedule: Tuesday/Thursday 1:00-2:15

Callier Dallas Campus: J108

January 10 – April 25, 2017

Class Final: April 27, 2017

Pre-requisites: None

Course Description: The purpose of the course is to introduce communication disorders as a

result of neurological injury or illness in the adult population. Content will emphasize etiology,

characteristics, assessment and intervention associated with aphasia, traumatic brain injury, right

hemisphere impairment, and dementia.

This course has been designed to ensure that students demonstrate required knowledge and

skill as outlined in the Standards and Implementation Guidelines for the Certificate of

Clinical Competence in Speech-Language Pathology. The specific standards addressed in

this class are: IV-B, IV-C, IV-D, IV-E, IV-F, IV-G, V-A.

STUDENT LEARNING OBJECTIVES:

Students will:

1. Identify normal and abnormal language and cognition pertaining to adult

communication disorders. (Std. IV-B, IV-C, IV-D)

2. Describe etiologies and identify basic characteristics of neurogenic language and

cognitive-communication disorders in the adult population. (Std. IV-C,

3. IV-D).

4. Describe and apply basic assessment strategies for adult patients with neurogenic

communication disorders. (Std. IV-E)

5. Interpret assessment data to develop intervention for adults with language and

cognitive-communication disorders. (Std. IV-E)

6. Understand the impact of ethical and professional issues in the assessment and

treatment of neurogenic communication disorders in the adult population. (Std. IV-F,

IV-G)

7. Describe basic treatment approaches for adult neurogenic communication disorders

to achieve desired patient outcomes based on current best evidence. (Std. IV-D, IV-F,

V-A)

mailto:[email protected]

mailto:[email protected]

8. Identify influences of linguistic, cultural and socioeconomic differences to provide

services for adults with neurogenic language and cognitive-communication disorders.

(Std. IV-F, IV-G, V-A)

Required Textbook: Brookshire, Robert, (2014) Introduction to Neurogenic

Communication Disorders, 8th Edition

Optional Textbook: Chapey, Roberta, (2008) Language Intervention Strategies in

Aphasia and Related Neurogenic Communication Disorders,

Fifth Edition

Additional readings and resources will be provided via: http://elearning.utdallas.edu.

**Class lecture notes will be posted at http://elearning.utdallas.edu.. Please print out the

PowerPoint handouts prior to class so you can use them to take notes efficiently.

**These descriptions and timelines are subject to change at the discretion of the instructor.

Assignments and Calendar:

Dates Class Topic Required Reading: Brookshire

Optional Reading: Chapey, other

Section One of Course with Felicity Sale

1/10

1/12

Introduction: Providing speech-language services for adults

with neurogenic communication disorders

Neuroanatomy: localization and neuroplasticity

Chapey: Chapter 1

Brookshire: Chapter 1

Chapey: Chapter 2

1/17

1/19

Etiology and characteristics of neurological disorders affecting

language and cognition

Etiology and characteristics of neurological disorders affecting

language and cognition (continued)


Chapey: Chapter 3

1/24

1/26

Exam #1

Assessment of language: standardized and functional

1/31

2/2

Assessment of language: standardized and functional (continued)

Aphasia classifications and diagnosis

Brookshire: Chapter 3, 5 and 6

Chapey: Chapter 4

2/7

2/9

Aphasia classifications and diagnosis (continued)

Introduction to treatment approaches and treatment of aphasia


2/14

2/16

Treatment of aphasia

Case Studies


Chapey: Chapter 6


https://webmail.utdallas.edu/exchweb/bin/redir.asp?URL=http://elearning.utdallas.edu.

https://webmail.utdallas.edu/exchweb/bin/redir.asp?URL=http://elearning.utdallas.edu.

2/21 Guest panel of individuals recovering from aphasia

2/23

Exam #2

Section 2 of Course with Helen Kenedi

2/28

Introduction to Cognitive Function Brookshire: Chapter 3 & 4

3/2

and

3/7

Cognitive Function, cont’d

Traumatic Brain Injury (TBI)


3/9

3/13

&

3/15

TBI – Ranchos Levels, continued

Spring Break – No Classes

Article posted on elearning

3/21

3/23

Assessment of TBI

Assessment of TBI cont’d

Guest Speaker: Molly Dunn, MS CCC, SLP Baylor Institute

for Rehabilitation, Out Patient Services

3/28

and

3/30

Treatment of TBI

TBI Treatment

4/4 Dementia and other degenerative processes

Guest Speaker: Audette Rackley, M.S., C.C.C./SLP

Center for Brain Health, UTD


4/6 Dementia treatment

4/11

4/13

Right hemisphere dysfunction: etiology, characteristics and

assessment if time, Treatment of RHD


4/18 Research Article Quiz (in class)

RHD and treatment cont’d

4/20 RHD and treatment cont’d

Case Studies

4/25 Ethical considerations, quality of life, education

4/27 Exam #3

GRADING POLICY

Acquired knowledge will be assessed via exams, quiz and a class project covering information

presented in lectures, readings and videos. Knowledge will be applied and skills demonstrated

via class discussion, exam/quiz questions and class project. Correct grammar and spelling will

also be graded on exams.

There will be a total of three exams covering lectures and readings. Exam 1 will cover

information regarding neurological issues from the first four lectures and will be 20% of the

course grade. Exam 2 (midterm) will cover assessment, differential diagnosis and treatment of

aphasia. Exam 3 (final) will cover information regarding assessment and treatment of traumatic

brain injury, right hemisphere dysfunction and dementia. The midterm will be worth 30% of the

course grade and the final will be worth 40%. You will have a research article quiz worth a total

of 10%.

Grading will be as follows:

Exam #1 20%

Exam #2 30%

Exam #3 40%

Research Article Quiz 10%

Research article quiz: A current research article is available on http://elearning.utdallas.edu.

You are responsible for reading the article prior to the quiz date. The quiz will be administered

during class in multiple-choice format covering the content of the article.

ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed

and how knowledge and skill acquisition will be demonstrated:

Standard IV-B

The applicant must have demonstrated knowledge of basic human communication and

swallowing processes, including the appropriate biological, neurological, acoustic, psychological,

developmental, and linguistic and cultural bases.

Standard IV-C

The applicant must have demonstrated knowledge of communication and swallowing disorders

and differences and swallowing disorders, including the appropriate etiologies, characteristics,

anatomic/physiological, acoustic, psychological, developmental, and linguistic and cultural

correlates.

Standard IV-D

For each of the areas specified in Standard VI-C, the applicant must have demonstrated current

knowledge of the principles and methods of prevention, assessment, and intervention for people

with communication and swallowing disorders, including consideration of

anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

Standard IV-E

The applicant must have demonstrated knowledge of standards of ethical conduct.

http://elearning.utdallas.edu/

Standard IV-F

The applicant must have demonstrated knowledge of processes used in research and of the

integration of research principles in to evidence-based clinical practice.

Standard IV-G

The applicant must have demonstrated knowledge of professional contemporary issues.

Standard V-A

The applicant must have demonstrated skills in oral and written or other forms of communication

sufficient for entry into professional practice.

Students will demonstrate the following skills:

1. Identify normal and abnormal adult language and cognitive communication as it pertains

to adult neurogenic disorders.

As measured by:

Successful completion of exams

Successful completion of projects

2. Describe etiologies of language and cognitive-communication disorders in the adult

population.

As measured by:



3. Identify and describe symptoms of the classifications of aphasia.

As measured by:



4. Identify and describe symptoms of various cognitive-communication disorders.

As measured by:



5. Describe and choose appropriate assessment procedures for adult patients with language

and cognitive-communication disorders.

As measured by:



6. Describe intervention approaches for adult patients with language and cognitive

communication disorders.

As measured by:



7. Discuss and identify appropriate treatment activities for adults with language and

cognitive-communication disorders.

As measured by:



8. Discuss and describe strategies to collect and analyze data from therapy.

As measured by:



9. Discuss and describe strategies to achieve generalization of communication

skills/strategies for adults in natural environments.

As measured by:



10. Discuss and describe documentation procedures to effectively communicate patient

speech-language diagnoses and expected outcomes.

As measured by:



11. Identify standards of ethical conduct as they relate to the practice of adult language and

cognitive communication rehabilitation.

As measured by:



12. Identify and describe cultural issues that relate to adult language and cognitive-

communication disorders and treatment.

As measured by:



13. Discuss and describe educational needs of patients and caregivers for adults with

language and cognitive-communication disorders.

As measured by:



14. Discuss strategies to prevent adult language and cognitive communication disorders.

As measured by:



Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and

University policies and procedures regarding travel and risk-related activities. Information

regarding these rules and regulations may be found at the website address

http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information

is available from the office of the school dean. Below is a description of any travel and/or

risk-related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and

regulations for the orderly and efficient conduct of their business. It is the responsibility of

each student and each student organization to be knowledgeable about the rules and

regulations, which govern student conduct and activities. General information on student

conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided

to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of

recognized and established due process. Procedures are defined and described in the Rules

and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI,

Section 3, and in Title V, Rules on Student Services and Activities of the university’s

Handbook of Operating Procedures. Copies of these rules and regulations are available to

students in the Office of the Dean of Students, where staff members are available to assist

students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of

citizenship. He or she is expected to obey federal, state, and local laws as well as the

Regents’ Rules, university regulations, and administrative rules. Students are subject to

discipline for violating the standards of conduct whether such conduct takes place on or off

campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty.

Because the value of an academic degree depends upon the absolute integrity of the work

done by the student for that degree, it is imperative that a student demonstrate a high standard

of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to

applications for enrollment or the award of a degree, and/or the submission as one’s own

work or material that is not one’s own. As a general rule, scholastic dishonesty involves one

of the following acts: cheating, plagiarism, collusion and/or falsifying academic records.

Students suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any

other source is unacceptable and will be dealt with under the university’s policy on

plagiarism (see general catalog for details). This course will use the resources of

turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication

between faculty/staff and students through electronic mail. At the same time, email raises

some issues concerning security and the identity of each individual in an email exchange.

The university encourages all official student email correspondence be sent only to a

student’s U.T. Dallas email address and that faculty and staff consider email from students

official only if it originates from a UTD student account. This allows the university to

maintain a high degree of confidence in the identity of all individual corresponding and the

security of the transmitted information. UTD furnishes each student with a free email

account that is to be used in all communication with university personnel. The Department of

Information Resources at U.T. Dallas provides a method for students to have their U.T.

Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level

courses. These dates and times are published in that semester’s course catalog.

Administration procedures must be followed. It is the student’s responsibility to handle

withdrawal requirements from any class. In other words, I cannot drop or withdraw any

student. You must do the proper paperwork to ensure that you will not receive a final grade of

“F” in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and

Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a

serious effort to resolve the matter with the instructor, supervisor, administrator, or committee

with whom the grievance originates (hereafter called “the respondent”). Individual faculty

members retain primary responsibility for assigning grades and evaluations. If the matter

cannot be resolved at that level, the grievance must be submitted in writing to the respondent

with a copy of the respondent’s School Dean. If the matter is not resolved by the written

response provided by the respondent, the student may submit a written appeal to the School

Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a

written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint

and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is

final. The results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of

Students, where staff members are available to assist students in interpreting the rules and

regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably

missed at the semester’s end and only if 70% of the course work has been completed. An

incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent

long semester. If the required work to complete the course and to remove the incomplete

grade is not submitted by the specified deadline, the incomplete grade is changed

automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located in

room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30

p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22

PO Box 830688

Richardson, Texas 75083-0688

(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments

necessary to eliminate discrimination on the basis of disability. For example, it may be

necessary to remove classroom prohibitions against tape recorders or animals (in the case of

dog guides) for students who are blind. Occasionally an assignment requirement may be

substituted (for example, a research paper versus an oral presentation for a student who is

hearing impaired). Classes enrolled students with mobility impairments may have to be

rescheduled in accessible facilities. The college or university may need to provide special

services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an

accommodation. Disability Services provides students with letters to present to faculty

members to verify that the student has a disability and needs accommodations. Individuals

requiring special accommodation should contact the professor after class or during office

hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities

for the travel to and observance of a religious holy day for a religion whose places of worship

are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible

regarding the absence, preferably in advance of the assignment. The student, so excused, will

be allowed to take the exam or complete the assignment within a reasonable time after the

absence: a period equal to the length of the absence, up to a maximum of one week. A student

who notifies the instructor and completes any missed exam or assignment may not be

penalized for the absence. A student who fails to complete the exam or assignment within the

prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of

observing a religious holy day] or if there is similar disagreement about whether the student

has been given a reasonable time to complete any missed assignments or examinations, either

the student or the instructor may request a ruling from the chief executive officer of the

institution, or his or her designee. The chief executive officer or designee must take into

account the legislative intent of TEC 51.911(b), and the student and instructor will abide by

the decision of the chief executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Neurogenic Communication Disorders I Course Syllabus

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